ABSTRACT
This study aimed to determine whether teaching and learning in multi-age/multi-grade classrooms was sustainable by presenting a snapshot of quantitative and qualitative studies of the phenomenon in developing and developed global school communities. A systematic quantitative review and comprehensive analysis of the literature published in the past 21 years was conducted to investigate this educational trend and confirm how this phenomenon is accepted or applied in schools worldwide. The researcher found that schools used the terms “multi-age” and “multi-grade” interchangeably in developing and developed countries. Directed content analysis was applied in this study as a qualitative research methodology to validate a naturalistic paradigm to form the design and analysis based on theory and research (Hsieh & Shannon, 2005). Analysis of the findings of this study documented commonalities in teaching strategies, methods, curriculum, and interactive processes. The teachers’ knowledge varied depending on the school, the number of students, and the teacher’s personal beliefs about teaching and learning. Successes in programmes showed some quality teaching strategies based on each school environment. The challenges faced by these school agendas were a lack of professional development for multi-age/multi-grade teaching, lack of material and resources, decisions on how to implement lessons, and group students for effective learning. The study concludes by offering practical and quality suggestions.
